1. Dr. Kate Mastruserio Reynolds
Mr. Travis Wilson
Qatar University
TESOL International Association
Convention, Toronto, Canada
March 26, 2015

2. Session Objectives
 Participants will be able to
 Describe the flipped classroom
 Discuss the merits and effectiveness of flipped classes
 Justify flipping classes in terms of students’ learning
 Articulate design strategies necessary to flip a class
 Outline tactics to overcome implementation
issues/obstacles
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3. What is the Flipped Classroom?
 How do you envision the Flipped
Classroom?
 How does it work?
 How does it differ from the
traditional classroom
environment?
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4. What is the Flipped Classroom?
5
(Bishop & Verleger, 2013)

5. What is the Flipped Classroom?
 Video
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https://www.youtube.com/watch?v=E_Z2U
qRguGk

6. How Effective are Flipped Classes on
Facilitating Students’ Learning?
 Preliminary research show enhanced learning on
 task performance and increase students’ and professor’s morale (Papdopoulos
& Roman, 2010).
 test scores (Moravec, Williams, Aguilar-Roca, O’Dowd, 2010).
 self-ratings of performance and engagement (Gannod, Burge & Helmick, 2008).
 Warter-Perez & Dong’s (2012) research on faculty student interaction and active
learning in the flipped classroom deepen learners’ comprehension in a Digital
Engineering course.
 In a comparative study of a flipped and traditional course taught by the same
professor,
 Johnson & Renner (2012) show no significant difference in test scores.
 Talbert (n.d.) showed higher success on task performance in the flipped mode.
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7. Design Strategies for the Flipped Classroom
1. Reimagine your syllabus in terms of weekly learning flow
2. Require content interaction, or class preparation activities,
prior to class meetings
3. Use your class management system for previewing and
reviewing
4. Devise in-classes interactive tasks
5. Employ mini lectures for clarification of difficult concepts or
for conceptual reinforcement
6. Develop and acquire materials for in-class task use (i.e.,
manipulatives, class sets of readings, videos, visuals, data
sets, authentic material for analysis/critique, etc.)
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8. Design Strategies for the Flipped Classroom
1. Reimagine your
syllabus in terms
of weekly
learning flow
 Rethink Space and Time:
https://www.youtube.com/watch?v=BfsL
bGgUMDU
 Understanding by Design:
http://www.youtube.com/watch?v=xk_YF
gwR6pE
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9. Setting Up the Flip
 Share expectations with students
 Preparation for class: Reading and writing assignments and
other assigned activities must be completed prior to the
first class meeting of the week.
 You are expected to actively participate in all classes. Your
participation is expected to indicate that you have done the
readings and that you are applying the new ideas to your
thinking.
 Convince students this is an appropriate instructional
approach/strategy.
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10. Setting Up the Flip
 Train your learners to be successful in this new format
 Learning occurs best when people share their understandings,
describe and negotiate the various aspects of those
understandings, correct misunderstandings, and make new
connections between ideas.
 Teachers cannot enter the brains of their learners to view
understandings, needs, ideas, etc. I need and want to hear your
voices! Please help me to help you by asking questions, sharing
comments, etc.
 The way that I can best serve as a learning guide for you is to
engage in topic-focused discussions based on the readings, your
experiences, my experiences, materials, etc. Therefore, I have
designed a course for you that allows you to read, process
information, think, share, reprocess information, practice, correct
misunderstandings, think, talk, etc. prior to assessments.
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11. Design Strategies for the Flipped Classroom
2. Require content interaction,
class preparation activities,
prior to class meetings through
 prereading and rereading of
texts or associated readings;
 watching videos;
 listening to podcasts
 discussions on a class
management system
(Blackboard, Desire to Learn
(D2L), or Edmodo)
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12. Developing Materials:
Setting Up the Flip
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https://www.youtube.com/watch?v=IjUtSvGvB-0

13. Setting Up the Flip
 Build in accountability
 Reflect on the content of the readings through written comments and
questions on class management system. Discussion comments should be
thoughtful responses to the readings and discussion questions posted by
peers; they are not to be summaries of the readings, nor theses on the
topic.
 Please be reflective in order to create a class dialogue about what we are
reading. Respond to 2 peers’ comments each week. Please see the rubric
for electronic discussion standards of performance and grading criteria. You
will receive points for the quantity and quantity of your responses and their
thoughtfulness.
 Important questions that arise from your discussion may become a focus
for further classroom elaboration. Submit your reading response 24 hours
prior to the first class meeting of each week and then respond to others’
comments intermittently throughout the week; readings are listed by date
due in the attached schedule.
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14. Design Strategies for the Flipped Classroom:
More on the Use of Discussion Boards
 Discussion Boards parameters for
ELLs
 Rely on learners’ background
knowledge, common knowledge and
background learning
 Reading Responses and Reactions
 Length
 Depth
 Grading/ Checklist
 Timeliness
 Sentence Frames
 I think…, because….
 This connects to
 My opinion is
 I agree/disagree
 I like/dislike
 I find this interesting, because…
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15. Design Strategies for the Flipped Classroom
3. Use your class
management system for
previewing learners’
content comprehension
in their discussions prior
to meetings and
following up with
learners after meetings
 Helps guide lesson
planning!
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16. Design Strategies for the Flipped Classroom
4. Devise in-classes interactive tasks
Ranking tasks Games
Values clarifications Discussions
Calculations Simulations/Re-
enactment
Justifications Analysis
Critiques Role play
Jigsaw Problem solving
Story creation Illustration/Design
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Rethink your use of the textbook.

17. Bloom's Ranking of Higher Order Thinking Skills
Low to High
Knowledge
List Name Identify Show Define Recognize Recall State Visualize
Comprehension
Summarize Explain Interpret Describe Compare Paraphrase Differentiate
Demonstrate Classify
 Application
Solve Illustrate Calculate Use Interpret Relate Manipulate Apply Modify
 Analysis
Analyze Organize Deduce Contrast Compare Distinguish Discuss Plan
Devise
 Synthesis
Design Hypothesize Support Schematize Write Report Justify
 Evaluation
 Evaluate Choose Estimate Judge Defend Criticize
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals.
Handbook 1: Cognitive Domain.New York: David McKay Company.

18. Design Strategies for the Flipped Classroom
5. Employ mini lectures for
clarification of difficult
concepts or for
conceptual
reinforcement
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19. Design Strategies for the Flipped Classroom
6. Develop and acquire
materials for in-class
task use (i.e.,
manupulatives, class
sets of readings, videos,
visuals, data sets,
authentic material for
analysis/critique, etc.)
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20. Challenges with Flipping
 Tips for overcoming challenges with the
flipping
 http://www.youtube.com/watch?v=
4JPdGlyt6gg
 Students do not complete the pre-
meeting work
 http://www.youtube.com/watch?v=
g1MKpyVPilI
 Noisy Classes:
 http://www.youtube.com/watch?v=
u086rr7SRso
 http://www.youtube.com/watch?v=
gsJ2-gLtSgY
 Learners who don’t like learning like
this… “You’re not teaching us!”
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21. What changes will you make to your
teaching as a result of this session?
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22. Conclusion
 Thank you for your attendance and participation.
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23. References
 Arfstrom, K. M., & Network, P. D. F. L. A WHITE PAPER BASED ON THE LITERATURE REVIEW TITLED A REVIEW OF FLIPPED
LEARNING.
 Arnold-Garza, S. (2014). The flipped classroom Assessing an innovative teaching model for effective and engaging library
instruction. College & Research Libraries News, 75(1), 10-13.
 Ash, K. (2012). Educators Evaluate'Flipped Classrooms'. Education Week, 32, s6-8.
 Bergmann, J., & Sams, A. (2012). Before you flip, consider this. Phi Delta Kappan, 94(2), 25-25.
 Berrett, D. (2012). How 'flipping' the classroom can improve the traditional lecture. The Chronicle of Higher Ed, Retrieved
from http://chronicle.com/article/How-Flipping-the-Classroom/130857/
 Bishop, J.L., & Verleger, M.A. (2013). The flipped classroom: A survey of the research. (#6219) In ASEE National Conference
Proceedings, Atlanta, GA.
 Fulton, K. P. (2012). 10 reasons to flip. Phi Delta Kappan, 94(2), 20-24.
 Gannod, G., Burge, J., & Helmick, M. (2008). Using the inverted classroom to teach software engineering. In W. Schäfer, M.B.
Dwyer, & V. Gruhn (Eds.), ICSE ‘08: Proceedings of the 30th International Conference on Software Engineering (pp. 777-786).
Leipsig, Germany.
 McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., ME, L. M. G., Esserman, D. A., & Mumper, R. J. (2014). The
flipped classroom: a course redesign to foster learning and engagement in a health professions school. Acad Med, 89, 00-00.
 Moravec, M., Williams, A., Aguilar-Roca, N., & O’Dowd, D.K. (2010). Learn before lecture: A strategy that improves learning
outcomes in a large introductory biology class. CBE Life Sci Educ 9, 473-480. DOI: 10-1187/cbe.10
 Papdapoulos, C., & Roman, A.S. (2010). Implementing an inverted classroom model in engineering statistics: Initial results.
American Society for Engineering Statistics. Proceedings of the 40th ASEE/IEEE Frontiers in Education Conference, Washington,
DC, October 2010.
 Ray, B. B., & Powell, A. (2014). Preparing to Teach with Flipped Classroom in Teacher Preparation Programs. Promoting Active
Learning Through the Flipped Classroom Model, 1.
 Talbert, R. (n.d.) Inverting the linear algebra classroom. Submitted for publication.
 Talley, C. P., & Scherer, S. (2013). The Enhanced Flipped Classroom: Increasing Academic Performance with Student-recorded
Lectures and Practice Testing in a" Flipped" STEM Course. The Journal of Negro Education, 82(3), 339-347.
 Warter-Perez, N. & Dong, J. (April 2012). Flipping the classroom: How to embed inquiry and design projects into a digital
engineering lecture. Paper presented at ASEE PSW Section Conference, California Polytechnic State University, San Luis
Obispo.
 Zimmaro, D., Corliss, S. B., & Ebbeler, J. (2013). Using Lecture Capture to Create a Blended Learning Experience: Investigating
Student Learning in a Flipped, Large Enrollment Course. Echo360.
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